Reciprocal effects between self-concept of ability and performance. A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education.

Autor/inn/en	Gorges, Julia; Neumann, Phillip; Wild, Elke; Stranghöner, Daniela; Lütje-Klose, Birgit
Titel	Reciprocal effects between self-concept of ability and performance. A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education.
Quelle	In: Learning and individual differences, (2018) 61, S. 11-20Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2017.11.005
Schlagwörter	Selbstkonzept; Förderdiagnostik; Deutschland; Grundschule; Schüler; Lesekompetenz; Schulform; Grundschule; Schüler; Lernschwierigkeit; Inklusion; Lesekompetenz; Exklusion; Deutschland
Abstract	Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3